Showing posts with label Hake gain. Show all posts
Showing posts with label Hake gain. Show all posts

20191204

FCI pre-test to post-test comparison

Students at Cuesta College (San Luis Obispo, CA) were administered the 30-question Force Concept Inventory (David Hestenes, et al.) during the last week of instruction.

The pre- to post-test gain for this semester is:

Physics 205A fall semester 2019 sections 70854, 70855 (matched-pairs only, N = 42)
<initial%>= 26% ± 16%
<final%>= 38% ± 15%
<g>= 0.15 ± 0.17 (matched-pairs); 0.16 (class-wise)

The paired Student's t-test of the null hypothesis for Cuesta College FCI pre-test scores versus post-test scores results in p = 0.0001 (t = 5.5774, degrees of freedom = 41), thus there is a strongly statistically significant difference between Cuesta College FCI pre-test and post-test scores.

This Hake gain is notably larger than the previous two semesters' paired results for algebra-based introductory physics at Cuesta College (0.09 and 0.11). (Previous semesters before 2017 were analyzed using unpaired results.)

Notable about this Physics 205A class at Cuesta College since fall semester 2017 is the absence of an embedded tutor (student teaching assistant circulating in class along with the instructor during open discussion and problem-solving sessions); otherwise as taught from fall semester 2014 onwards is the requirement that students read and answer questions on the textbook and lecture slides before coming to lecture (in a "flipped classroom," but this label was not given to the students this semester, as was done up through fall semester 2018!), instructor discussion in-class based on answering student questions and concerns submitted online previous to lecture, in-class problem-solving sessions ("lecture-tutorials," including ranking tasks, and/or a brief written explanation of a selected question submitted by each student every lecture).

D. Hestenes, M. Wells, and G. Swackhamer, Arizona State University, "Force Concept Inventory," Phys. Teach. 30, 141-158 (1992).
Development of the FCI, a 30-question survey of basic Newtonian mechanics concepts.

Previous FCI results:
Posted by at 4:13 PM 0 comments
Labels: , , ,

20190812

FCI pre-test comparison: Cuesta College (fall semester 2019)

Students at Cuesta College (San Luis Obispo, CA) were administered the 30-question Force Concept Inventory (David Hestenes, et al.) during the first week of instruction.

Physics 205A fall semester 2019, pre-instruction scores
Group A:
Section 70854
(12:30-3:20 PM lab)    		Group B:
Section 70855
(4:30-7:20 PM lab)
N31 students25 students
low  3  2
mean      8.29 ± 4.00  9.12 ± 4.96
high1820

*Excludes students with negative informed consent forms (*.pdf)

Student's t-test of the null hypothesis between pre-test scores from these two lab sections results in p = 0.49 (t = −0.693, sdev = 4.45, degrees of freedom = 54), thus there is a significant difference between the early and late afternoon lab sections.

D. Hestenes, M. Wells, and G. Swackhamer, Arizona State University, "Force Concept Inventory," Phys. Teach. 30, 141-158 (1992).
Development of the FCI, a 30-question survey of basic Newtonian mechanics concepts.

Previous FCI results:
Posted by at 6:34 PM 0 comments
Labels: , , ,

20181203

FCI pre-test to post-test comparison

Students at Cuesta College (San Luis Obispo, CA) were administered the 30-question Force Concept Inventory (David Hestenes, et al.) during the last week of instruction.

The pre- to post-test gain for this semester is:

Physics 205A fall semester 2018 sections 70854, 70855 (matched-pairs only, N = 44)
<initial%>= 30% ± 17%
<final%>= 37% ± 18%
<g>= 0.09 ± 0.18 (matched-pairs); 0.10 (class-wise)

The paired Student's t-test of the null hypothesis for Cuesta College FCI pre-test scores versus post-test scores results in p = 0.001 (t = –3.75, degrees of freedom = 43), thus there is a strongly statistically significant difference between Cuesta College FCI pre-test and post-test scores.

This Hake gain is comparable to previous semesters' paired results for algebra-based introductory physics at Cuesta College (0.11). (Previous semesters before 2017 were analyzed using unpaired results.)

Notable about this Physics 205A class at Cuesta College since fall semester 2017 is the absence of an embedded tutor (student teaching assistant circulating in class along with the instructor during open discussion and problem-solving sessions); otherwise as taught from fall semester 2014 onwards is the requirement that students read and answer questions on the textbook and lecture slides before coming to lecture (in a "flipped classroom"), instructor discussion in-class based on answering student questions and concerns submitted online previous to lecture, in-class problem-solving sessions ("lecture-tutorials," including ranking tasks, and/or a brief written explanation of a selected question submitted by each student every lecture).

D. Hestenes, M. Wells, and G. Swackhamer, Arizona State University, "Force Concept Inventory," Phys. Teach. 30, 141-158 (1992).
Development of the FCI, a 30-question survey of basic Newtonian mechanics concepts.

Previous FCI results:
Posted by at 5:34 PM 0 comments
Labels: , , ,

20171212

FCI pre-test to post-test comparison

Students at Cuesta College (San Luis Obispo, CA) were administered the 30-question Force Concept Inventory (David Hestenes, et al.) during the last week of instruction.

The pre- to post-test gain for this semester is:

Physics 205A fall semester 2017 sections 70854, 70855 (matched-pairs only, N = 43)
<initial%>= 30% ± 15%
<final%>= 38% ± 19%
<g>= 0.10 ± 0.23 (matched-pairs); 0.11 (class-wise)

The paired Student's t-test of the null hypothesis for Cuesta College FCI pre-test scores versus post-test scores results in p = 0.000 (t = –4.80, degrees of freedom = 42), thus there is a strongly statistically significant difference between Cuesta College FCI pre-test and post-test scores.

This Hake gain is comparable to (but slightly lower than) previous semesters' results for algebra-based introductory physics at Cuesta College (0.17-0.33), but similarly comparable to (but slightly lower than) previous gains for calculus-based introductory physics at Cuesta College (0.14-0.16), as discussed in previous postings on this blog.

Notable about this Physics 205A class at Cuesta College since fall semester 2015 is the presence of an embedded tutor (student teaching assistant circulating in class along with the instructor during open discussion and problem-solving sessions); and from fall semester 2014 onwards is the requirement that students read and answer questions on the textbook and lecture slides before coming to lecture (in a "flipped classroom"), instructor discussion in-class based on answering student questions and concerns submitted online previous to lecture, in-class problem-solving sessions ("lecture-tutorials," including ranking tasks, and a brief written explanation of a selected question submitted by each student every lecture), open-ended labs, and the continuing use (since fall semester 2011) of flashcards rather than electronic response system "clickers" (Classroom Performance System, einstruction.com), to engage in "think-pair-share" (peer-instruction).

D. Hestenes, M. Wells, and G. Swackhamer, Arizona State University, "Force Concept Inventory," Phys. Teach. 30, 141-158 (1992).
Development of the FCI, a 30-question survey of basic Newtonian mechanics concepts.

Previous FCI results (note only unpaired Student t-tests were run prior to 2017):
Posted by at 3:32 PM 0 comments
Labels: , , ,

20170514

Education research: SPCI statistics (spring semester 2017)

Students at Cuesta College (San Luis Obispo, CA) were administered the Star Properties Concept Inventory (SPCI version 3.0, developed by Janelle Bailey, University of Nevada-Las Vegas) during the first and the last week of instruction. Astronomy 210 is a one-semester introductory general science course, with a separate optional adjunct laboratory (Astronomy 210L).

The pre- to post-test gain for this semester at Cuesta College (excluding students with negative informed consent forms (*.pdf), and missing pre- or post-tests) is:

Astronomy 210 spring semester 2017 section 30674
N = 18 (matched-pairs)
<initial%>= 36% ± 14%
<final%>= 64% ± 16%
<g>= 0.43 ± 0.22 (matched-pairs); 0.43 (class-wise)

Astronomy 210 spring semester 2017 section 30676
N = 35 (matched-pairs)
<initial%>= 33% ± 17%
<final%>= 57% ± 16%
<g>= 0.32 ± 0.24 (matched-pairs); 0.36 (class-wise)

This semester's SPCI pre-instruction scores scores are comparable to results from previous semesters at Cuesta College, while the post-instruction scores and gains for section 30674 are slightly higher than those of section 30676, and some previous semesters.

Posted by at 7:30 AM 0 comments
Labels: , , , ,

20170513

Education research: ECCE statistics (spring semester 2017)

Students at Cuesta College (San Luis Obispo, CA) were administered a shortened version (22 out of 45 questions) of the Electric Circuit Concept Evaluation (David Sokoloff, University of Oregon) during the first and the last week of instruction. Physics 205B is the second semester of an algebra-based introductory general physics course covering optics, electromagnetism, and modern physics, with a mandatory adjunct laboratory component.

The pre- to post-test gain for this semester at Cuesta College (excluding students with negative informed consent forms (*.pdf), and missing pre- or post-tests) is:

Physics 205B spring semester 2017 sections 30882, 30883
N = 24
<initial%>= 24% ± 14%
<final%>= 35% ± 10%
<g>= 0.11 ± 0.23 (matched-pairs); 0.14 (class-wise)

This semester's ECCE post-instruction score is slightly lower than results from previous semesters at Cuesta College, and this semester's gain is slightly higher than most previous semesters.

Previous posts:
  • Education research: ECCE statistics (spring semester 2015).
  • Education research: ECCE statistics (spring semester 2014).
  • Education research: ECCE statistics (spring semester 2012).
  • Education research: ECCE statistics (spring semester 2011).
  • Education research: ECCE statistics (fall semester 2010).
    • Posted by at 3:22 PM 0 comments
    Labels: , , , ,

    20161206

    FCI pre-test to post-test comparison

    Students at Cuesta College (San Luis Obispo, CA) were administered the 30-question Force Concept Inventory (David Hestenes, et al.) during the last week of instruction.

    The pre- to post-test gain for this semester is:

    Physics 205A fall semester 2016 sections 70854, 70855, 73320
    <initial%>= 33% ± 15% (N = 60)
    <final%>= 39% ± 17% (N = 48)
    <g>= 0.10 ± 0.21 (matched-pairs); 0.10 (class-wise)

    Student's t-test of the null hypothesis for Cuesta College FCI pre-test scores versus post-test scores results in p = 0.033 (t = –2.16, sdev = 4.69, degrees of freedom = 106), thus there is a statistically significant difference between Cuesta College FCI pre-test and post-test scores.

    This Hake gain is comparable to (but slightly lower than) previous semesters' results for algebra-based introductory physics at Cuesta College (0.17-0.33), but similarly comparable to (but slightly lower than) previous gains for calculus-based introductory physics at Cuesta College (0.14-0.16), as discussed in previous postings on this blog.

    Notable about this Physics 205A class at Cuesta College since fall semester 2015 is the presence of an embedded tutor (student teaching assistant circulating in class along with the instructor during open discussion and problem-solving sessions); and from fall semester 2014 onwards is the requirement that students read and answer questions on the textbook and lecture slides before coming to lecture (in a "flipped classroom"), instructor discussion in-class based on answering student questions and concerns submitted online previous to lecture, in-class problem-solving sessions ("lecture-tutorials," including ranking tasks, and a brief written explanation of a selected question submitted by each student every lecture), open-ended labs, and the continuing use (since fall semester 2011) of flashcards rather than electronic response system "clickers" (Classroom Performance System, einstruction.com), to engage in "think-pair-share" (peer-instruction).

    D. Hestenes, M. Wells, and G. Swackhamer, Arizona State University, "Force Concept Inventory," Phys. Teach. 30, 141-158 (1992).
    Development of the FCI, a 30-question survey of basic Newtonian mechanics concepts.

    Previous FCI results:
    Posted by at 3:05 PM 0 comments
    Labels: , , ,

    20160518

    Education research: SPCI statistics (spring semester 2016)

    Students at Cuesta College (San Luis Obispo, CA) were administered the Star Properties Concept Inventory (SPCI version 3.0, developed by Janelle Bailey, University of Nevada-Las Vegas) during the first and the last week of instruction. Astronomy 210 is a one-semester introductory general science course, with a separate optional adjunct laboratory (Astronomy 210L).

    The pre- to post-test gain for this semester at Cuesta College (excluding students with negative informed consent forms (*.pdf), and missing pre- or post-tests) is:

    Astronomy 210 spring semester 2016 sections 30674, 30676
    N = 59 (matched-pairs)
    <initial%>= 32% ± 15%
    <final%>= 54% ± 14%
    <g>= 0.32 ± 0.14 (matched-pairs); 0.33 (class-wise)

    This semester's SPCI pre- and post-instruction scores are comparable to results from previous semesters at Cuesta College.

    Posted by at 3:00 PM 0 comments
    Labels: , , , ,

    20151208

    FCI post-test comparison: Cuesta College versus UC-Davis (fall semester 2015)

    Students at both Cuesta College (San Luis Obispo, CA) and the University of California at Davis were administered the 30-question Force Concept Inventory (David Hestenes, et al.) during the last week of instruction.

    Cuesta College
    Physics 205A
    fall semester 2015        		UC-Davis
    Physics 7B
    summer session II 2002
    N56 students*63 students*
    low  4  3
    mean    13.6 ± 6.512.9 ± 5.5
    high2826

    *Excludes students with negative informed consent forms (*.pdf)

    Student's t-test of the null hypothesis between Cuesta College FCI post-test scores and UC-Davis FCI post-test scores results in p = 0.51 (t = 0.657, sdev = 5.95, degrees of freedom = 137), thus there is no significant difference between Cuesta College and UC-Davis FCI post-test scores.

    The pre- to post-test gain for this semester at Cuesta College is:

    Physics 205A fall semester 2015 sections 70854, 70855, 73320
    <initial%>= 33% ± 18% (N = 85)
    <final%>= 45% ± 22% (N = 63)
    <g>= 0.19 ± 0.23 (matched-pairs); 0.18 (class-wise)

    Student's t-test of the null hypothesis for Cuesta College FCI pre-test scores versus post-test scores results in p = 0.0004 (t = -3.60, sdev = 5.91, degrees of freedom = 146), thus there is a statistically significant difference between Cuesta College FCI pre-test and post-test scores.

    This Hake gain is comparable to previous semesters' results for algebra-based introductory physics at Cuesta College (0.17-0.33), but also slightly higher than previous gains for algebra-based introductory physics at UC-Davis (0.16), and for calculus-based introductory physics at Cuesta College (0.14-0.16), as discussed in previous postings on this blog.

    Notable about this Physics 205A class at Cuesta College since fall semester 2014 is the requirement that students read and answer questions on the textbook and lecture slides before coming to lecture (in a "flipped classroom"), instructor discussion in-class based on answering student questions and concerns submitted online previous to lecture, in-class problem-solving sessions ("lecture-tutorials," including ranking tasks, and a brief written explanation of a selected question submitted by each student every lecture), open-ended labs, and the continuing use (since fall semester 2011) of flashcards rather than electronic response system "clickers" (Classroom Performance System, einstruction.com), to engage in "think-pair-share" (peer-instruction).

    D. Hestenes, M. Wells, and G. Swackhamer, Arizona State University, "Force Concept Inventory," Phys. Teach. 30, 141-158 (1992).
    Development of the FCI, a 30-question survey of basic Newtonian mechanics concepts.

    Previous FCI results:
    Posted by at 3:54 PM 0 comments
    Labels: , , ,

    FCI pre-test comparison: Cuesta College versus UC-Davis (fall semester 2015)

    Students at both Cuesta College (San Luis Obispo, CA) and the University of California at Davis were administered the 30-question Force Concept Inventory (Doug Hestenes, et al.) during the first week of instruction.

    Cuesta College
    Physics 205A
    fall semester 2015        		UC-Davis
    Physics 7B
    summer session II 2002
    N85 students*76 students*
    low 2 2
    mean    10.0 +/- 5.5 9.1 +/- 4.3
    high2427

    *Excludes students with negative informed consent forms (*.pdf)

    Student's t-test of the null hypothesis results in p = 0.19 (t = 1.31, sdev = 4.93, degrees of freedom = 159), thus there is no significant difference between Cuesta College and UC-Davis FCI pre-test scores.

    Later this semester (fall 2015), a comparison will be made between Cuesta College and UC-Davis FCI post-tests, along with their pre- to post-test gains.

    D. Hestenes, M. Wells, and G. Swackhamer, Arizona State University, "Force Concept Inventory," Phys. Teach. 30, 141-158 (1992).
    Development of the FCI, a 30-question survey of basic Newtonian mechanics concepts.

    Previous FCI results:
    Posted by at 3:29 PM 0 comments
    Labels: , , ,

    20150529

    Education research: ECCE statistics (spring semester 2015)

    Students at Cuesta College (San Luis Obispo, CA) were administered a shortened version (22 out of 45 questions) of the Electric Circuit Concept Evaluation (David Sokoloff, University of Oregon) during the first and the last week of instruction. Physics 205B is the second semester of an algebra-based introductory general physics course covering optics, electromagnetism, and modern physics, with a mandatory adjunct laboratory component.

    The pre- to post-test gain for this semester at Cuesta College (excluding students with negative informed consent forms (*.pdf), and missing pre- or post-tests) is:

    Physics 205B spring semester 2015 sections 30882, 30883
    N = 30
    <initial%>= 31% ± 11%
    <final%>= 40% ± 11%
    <g>= 0.12 ± 0.19 (matched-pairs); 0.14 (class-wise)

    This semester's ECCE post-instruction score is slightly lower than results from previous semesters at Cuesta College, and this semester's gain is lower than those in previous semesters.

    Previous posts:
  • Education research: ECCE statistics (spring semester 2014).
  • Education research: ECCE statistics (spring semester 2012).
  • Education research: ECCE statistics (spring semester 2011).
  • Education research: ECCE statistics (fall semester 2010).
    • Posted by at 1:40 PM 0 comments
    Labels: , , , ,

    20150518

    Education research: SPCI statistics (spring semester 2015)

    Students at Cuesta College (San Luis Obispo, CA) were administered the Star Properties Concept Inventory (SPCI version 3.0, developed by Janelle Bailey, University of Nevada-Las Vegas) during the first and the last week of instruction. Astronomy 210 is a one-semester introductory general science course, with a separate optional adjunct laboratory (Astronomy 210L).

    The pre- to post-test gain for this semester at Cuesta College (excluding students with negative informed consent forms (*.pdf), and missing pre- or post-tests) is:

    Astronomy 210 spring semester 2015 sections 30674, 30676
    N = 68 (matched-pairs)
    <initial%>= 31% ± 12%
    <final%>= 56 ± 19%
    <g>= 0.38 ± 0.23 (matched-pairs); 0.36 (class-wise)

    This semester's SPCI pre- and post-instruction scores are comparable to results from previous semesters at Cuesta College.

    Posted by at 11:18 AM 0 comments
    Labels: , , , ,

    20141214

    Education research: SPCI statistics (fall semester 2014)

    Students at Cuesta College (San Luis Obispo, CA) were administered the Star Properties Concept Inventory (SPCI version 3.0, developed by Janelle Bailey, University of Nevada-Las Vegas) during the first and the last week of instruction. Astronomy 210 is a one-semester introductory general science course, with a separate optional adjunct laboratory (Astronomy 210L).

    The pre- to post-test gain for this semester at Cuesta College (excluding students with negative informed consent forms (*.pdf), and missing pre- or post-tests) is:

    Astronomy 210 fall semester 2014 sections 70158, 70160
    N = 74 (matched-pairs)
    <initial%>= 34% ± 15%
    <final%>= 60% ± 16%
    <g>= 0.39 ± 0.22 (matched-pairs); 0.39 (class-wise)

    This semester's SPCI pre- and post-instruction scores are slightly higher than results from previous semesters at Cuesta College, and this semester's gain is much higher than those in previous semesters.

    Posted by at 8:35 PM 0 comments
    Labels: , , , ,

    20141209

    FCI post-test comparison: Cuesta College versus UC-Davis (fall semester 2014)

    Students at both Cuesta College (San Luis Obispo, CA) and the University of California at Davis were administered the 30-question Force Concept Inventory (David Hestenes, et al.) during the last week of instruction.

    Cuesta College
    Physics 205A
    fall semester 2014        		UC-Davis
    Physics 7B
    summer session II 2002
    N56 students*76 students*
    low  4  3
    mean    14.0 ± 6.312.9 ± 5.5
    high2926

    *Excludes students with negative informed consent forms (*.pdf)

    Student's t-test of the null hypothesis between Cuesta College FCI post-test scores and UC-Davis FCI post-test scores results in p = 0.28 (t = 1.08, sdev = 5.86, degrees of freedom = 130), thus there is no significant difference between Cuesta College and UC-Davis FCI post-test scores.

    The pre- to post-test gain for this semester at Cuesta College is:

    Physics 205A fall semester 2014 sections 70854, 70855, 73320
    <initial%>= 34% ± 18% (N = 75)
    <final%>= 47% ± 21% (N = 56)
    <g>= 0.21 ± 0.24 (matched-pairs); 0.20 (class-wise)

    Student's t-test of the null hypothesis for Cuesta College FCI pre-test scores versus post-test scores results in p = 0.0002 (t = -3.88, sdev = 5.77, degrees of freedom = 129), thus there is a statistically significant difference between Cuesta College FCI pre-test and post-test scores.

    This Hake gain is comparable to previous semesters' results for algebra-based introductory physics at Cuesta College (0.17-0.33), but also slightly higher than previous gains for algebra-based introductory physics at UC-Davis (0.16), and for calculus-based introductory physics at Cuesta College (0.14-0.16), as discussed in previous postings on this blog.

    Notable about this Physics 205A class at Cuesta College during this fall 2014 semester is the requirement that students read and answer questions on the textbook and lecture slides before coming to lecture (in a "flipped classroom"), instructor discussion in-class based on answering student questions and concerns submitted online previous to lecture, in-class problem-solving sessions ("lecture-tutorials," including ranking tasks, and a brief written explanation of a selected question submitted by each student every lecture), open-ended labs, and the continuing use (since fall semester 2011) of flashcards rather than electronic response system "clickers" (Classroom Performance System, einstruction.com), to engage in "think-pair-share" (peer-instruction).

    D. Hestenes, M. Wells, and G. Swackhamer, Arizona State University, "Force Concept Inventory," Phys. Teach. 30, 141-158 (1992).
    Development of the FCI, a 30-question survey of basic Newtonian mechanics concepts.

    Previous FCI results:
    Posted by at 1:00 AM 0 comments
    Labels: , ,

    20140824

    FCI pre-test comparison: Cuesta College versus UC-Davis (fall semester 2014)

    Students at both Cuesta College (San Luis Obispo, CA) and the University of California at Davis were administered the 30-question Force Concept Inventory (Doug Hestenes, et al.) during the first week of instruction.

    Cuesta College
    Physics 205A
    Fall semester 2014        		UC-Davis
    Physics 7B
    Summer session II 2002
    N73 students*76 students*
    low 2 2
    mean    10.1 +/- 5.4 9.1 +/- 4.3
    high2927

    *Excludes students with negative informed consent forms (*.pdf)

    Student's t-test of the null hypothesis results in p = 0.18 (t = 1.33, sdev = 4.84, degrees of freedom = 147), thus there is no significant difference between Cuesta College and UC-Davis FCI pre-test scores.

    Later this semester (fall 2014), a comparison will be made between Cuesta College and UC-Davis FCI post-tests, along with their pre- to post-test gains.

    D. Hestenes, M. Wells, and G. Swackhamer, Arizona State University, "Force Concept Inventory," Phys. Teach. 30, 141-158 (1992).
    Development of the FCI, a 30-question survey of basic Newtonian mechanics concepts.

    Previous FCI results:
    Posted by at 1:06 AM 0 comments
    Labels: , ,

    20140517

    Education research: SPCI statistics (spring semester 2014)

    Students at Cuesta College (San Luis Obispo, CA) were administered the Star Properties Concept Inventory (SPCI version 3.0, developed by Janelle Bailey, University of Nevada-Las Vegas) during the first and the last week of instruction. Astronomy 210 is a one-semester introductory general science course, with a separate optional adjunct laboratory (Astronomy 210L).

    The pre- to post-test gain for this semester at Cuesta College (excluding students with negative informed consent forms (*.pdf), and missing pre- or post-tests) is:

    Astronomy 210 spring semester 2014 sections 30674, 30676
    N = 55 (matched-pairs)
    <initial%>= 29% ± 12%
    <final%>= 55% ± 16%
    <g>= 0.35 ± 0.25 (matched-pairs); 0.37 (class-wise)

    This semester's SPCI post-instruction score is slightly higher than results from previous semesters at Cuesta College, and this semester's gain is much higher than those in previous semesters.

    Posted by at 9:15 PM 0 comments
    Labels: , , , ,

    20140516

    Education research: ECCE statistics (spring semester 2014)

    Students at Cuesta College (San Luis Obispo, CA) were administered a shortened version (22 out of 45 questions) of the Electric Circuit Concept Evaluation (David Sokoloff, University of Oregon) during the first and the last week of instruction. Physics 205B is the second semester of an algebra-based introductory general physics course covering optics, electromagnetism, and modern physics, with a mandatory adjunct laboratory component.

    The pre- to post-test gain for this semester at Cuesta College (excluding students with negative informed consent forms (*.pdf), and missing pre- or post-tests) is:/

    Physics 205B spring semester 2014 sections 30882, 30883
    N = 25
    <initial%>= 32% ± 11%
    <final%>= 47% ± 15%
    <g>= 0.20 ± 0.27 (matched-pairs); 0.22 (class-wise)

    This semester's ECCE post-instruction score is slightly higher than results from previous semesters at Cuesta College, and this semester's gain is much higher than those in previous semesters.

    Previous posts:
  • Education research: ECCE statistics (spring semester 2012).
  • Education research: ECCE statistics (spring semester 2011).
  • Education research: ECCE statistics (fall semester 2010).
    • Posted by at 7:57 PM 0 comments
    Labels: , , , ,

    20131212

    FCI post-test comparison: Cuesta College versus UC-Davis (fall semester 2013)

    Students at both Cuesta College (San Luis Obispo, CA) and the University of California at Davis were administered the 30-question Force Concept Inventory (David Hestenes, et al.) during the last week of instruction.

    Cuesta College
    Physics 205A
    Fall semester 2013        		UC-Davis
    Physics 7B
    Summer session II 2002
    N54 students*76 students*
    low  3  3
    mean    12.3 ± 6.512.9 ± 5.5
    high2926

    *Excludes students with negative informed consent forms (*.pdf)

    Student's t-test of the null hypothesis results in p = 0.58 (t = 0.559, sdev = 5.91, degrees of freedom = 128), thus there is no significant difference between Cuesta College and UC-Davis FCI post-test scores.

    The pre- to post-test gain for this semester at Cuesta College is:

    Physics 205A fall semester 2013 sections 70854, 70855, 73320
    <initial%>= 31% ± 18% (N = 76)
    <final%>= 41% ± 22% (N = 54)
    <g>= 0.17 ± 0.25 (matched-pairs); 0.15 (class-wise)

    This Hake gain is slightly lower than previous semesters' results for algebra-based introductory physics at Cuesta College (0.25-0.33), but comparable to previous gains for algebra-based introductory physics at UC-Davis (0.16), and for calculus-based introductory physics at Cuesta College (0.14-0.16), as discussed in previous postings on this blog.

    Notable about this Physics 205A class at Cuesta College during this fall 2013 semester is the requirement that students read and answer questions on the textbook and lecture slides before coming to lecture (in a "flipped classroom"), instructor discussion in-class based on answering student questions and concerns submitted online previous to lecture, in-class problem-solving sessions, and the continuing use (since fall semester 2011) of flashcards rather than electronic response system "clickers" (Classroom Performance System, einstruction.com), to engage in "think-pair-share" (peer-instruction).

    D. Hestenes, M. Wells, and G. Swackhamer, Arizona State University, "Force Concept Inventory," Phys. Teach. 30, 141-158 (1992).
    Development of the FCI, a 30-question survey of basic Newtonian mechanics concepts.

    Previous FCI results:
    Posted by at 6:34 PM 1 comments
    Labels: , ,

    20130822

    FCI pre-test comparison: Cuesta College versus UC-Davis (fall semester 2013)

    Students at both Cuesta College (San Luis Obispo, CA) and the University of California at Davis were administered the 30-question Force Concept Inventory (Doug Hestenes, et al.) during the first week of instruction.

    Cuesta College
    Physics 205A
    Fall semester 2013        		UC-Davis
    Physics 7B
    Summer session II 2002
    N74 students*76 students*
    low 0 2
    mean     9.4 +/- 5.5 9.1 +/- 4.3
    high2627

    *Excludes students with negative informed consent forms (*.pdf)

    Student's t-test of the null hypothesis results in p = 0.64 (t = -0.473, sdev = 4.91, degrees of freedom = 148), thus there is no significant difference between Cuesta College and UC-Davis FCI pre-test scores.

    Later this semester (fall 2013), a comparison will be made between Cuesta College and UC-Davis FCI post-tests, along with their pre- to post-test gains.

    D. Hestenes, M. Wells, and G. Swackhamer, Arizona State University, "Force Concept Inventory," Phys. Teach. 30, 141-158 (1992).
    Development of the FCI, a 30-question survey of basic Newtonian mechanics concepts.

    Previous FCI results:
    Posted by at 9:56 AM 1 comments
    Labels: , ,

    20121211

    FCI post-test comparison: Cuesta College versus UC-Davis (fall semester 2012)

    Students at both Cuesta College (San Luis Obispo, CA) and the University of California at Davis were administered the 30-question Force Concept Inventory (Doug Hestenes, et al.) during the last week of instruction.

    Cuesta College
    Physics 205A
    Fall semester 2012        		UC-Davis
    Physics 7B
    Summer session II 2002
    N47 students*76 students*
    low  5  3
    mean    15.5 ± 5.612.9 ± 5.5
    high2826

    *Excludes students with negative informed consent forms (*.pdf)

    Student's t-test of the null hypothesis results in p = 0.014 (t = -2.50, sdev = 5.54, degrees of freedom = 121), thus there is a significant difference between Cuesta College and UC-Davis FCI post-test scores.

    The pre- to post-test gain for this semester at Cuesta College is:

    Physics 205A fall semester 2012 sections 70854, 7085
    <initial%>= 32% ± 16% (N = 70)
    <final%>= 52% ± 19% (N = 47)
    <g>= 0.28 ± 0.19 (matched-pairs); 0.29 (class-wise)

    This Hake gain is in line with the previous semesters' results for algebra-based introductory physics at Cuesta College (0.25-0.33), and greater than previous gains for algebra-based introductory physics at UC-Davis (0.16), and for calculus-based introductory physics at Cuesta College (0.14-0.16), as discussed in previous postings on this blog.

    Notable about this Physics 205A class at Cuesta College during this fall 2012 semester is the requirement that students read and answer questions on the textbook and lecture slides before coming to lecture (in a "flipped classroom"), and the continuing use (since fall semester 2011) of flashcards rather than electronic response system "clickers" (Classroom Performance System, einstruction.com), to engage in "think-pair-share" (peer-instruction).

    D. Hestenes, M. Wells, and G. Swackhamer, Arizona State University, "Force Concept Inventory," Phys. Teach. 30, 141-158 (1992).
    Development of the FCI, a 30-question survey of basic Newtonian mechanics concepts.

    Previous FCI results:
    Posted by at 5:18 PM 1 comments
    Labels: , ,
    Subscribe to: Posts (Atom)